BROWN GIRL DREAMING by JAQUELINE WOODSON ANCHOR TEXT Brown Girl Dreaming

TEACHER RESOURCE FOR BROWN GIRL DREAMING BY JAQUELINE WOODSON ANCHOR TEXT Brown Girl Dreaming This resource with its aligned lessons and texts can be used as a tool to increase (Order Copies from CCS Book Warehouse) student mastery of Ohio’s Learning Standards. It should be used with careful SHORTER LITERARY TEXTS Available HERE consideration of your students’ needs. The sample lessons are designed to target INFORMATIONAL TEXTS Available HERE specific standards. These may or may not be the standards your students need to MEDIA/VISUAL TEXTS Available HERE master or strengthen. This resource should not be considered mandatory. OHIO’S LEARNING POWER STANDARDS RESOURCE FOCUS W.9-10.3, W.9-10.9, RL.9-10.1, RL.9-10.2, Student learning will focus on the analysis of language, character, structure, and themes in Woodson’s Brown Girl Dreaming as a mentor text that will guide students in their own narrative and informational compositions. Students will analyze and draw RL.9-10.3, RL.9-10.4 evidence from several exemplar texts to support their own narratives of real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. SAMPLE LESSON 1 SAMPLE LESSON 2 SAMPLE LESSON 3 SAMPLE LESSON 4 Prior to Reading Part I Part II Part III LEARNING FROM LANGSTON I AM BORN RIBBONS BELIEVING VOCABULARY LIST VOCABULARY LIST VOCABULARY LIST SAMPLE LESSON 5 SAMPLE LESSON 6 SAMPLE LESSON 7 SAMPLE LESSON 8 Part IV Part V After Reading Extension of Standards to New Material SOMEONE WHO LOOKED LIKE ME HAIKUS THEME CLUSTERS THERE WAS A CHILD WENT FORTH VOCABULARY LIST VOCABULARY LIST VOCABULARY LIST WRITING/SPEAKING PROMPTS (TASK TEMPLATES AND RUBRICS: LDC 2.0, LDC 3.0, ARGUMENT RUBRIC, INFORMATIONAL RUBRIC, NARRATIVE RUBRIC, LDC SPEAKING & LISTENING, SPEECH) Argument Informative/Explanatory Narrative -The significance of a title such as The Adventures of Huckleberry Finn is easy to -After reading Woodson’s editorial entitled “The Pain of the -Although the memoir focuses on Woodson’s experiences, she does discover. However, in other works the full significance of the title becomes apparent to Watermelon Joke,” write and deliver a speech in which you explain describe and imagine the experiences of those around her. Choose one of the reader only gradually. Using Jacqueline Woodson’s memoir Brown Girl Dreaming, write a paragraph in which you make and defend a claim regarding the significance of (using personal anecdote and research) the relationship between the other characters (consider Uncle Robert, Maria, Woodson’s mother, the title. Show how the significance of the title is developed throughout the text. Be humor and stereotypes. grandmother, or some other character) and write a mini memoir from sure to incorporate direct, quoted evidence in your response. -Many works of literature use contrasting places (for example, two that character’s point of view. -Works of literature often depict characters caught between colliding cultures -- countries, two cities or towns, two houses, or the land and the sea) to -Write a narrative poem about the day of your birth that weaves in national, regional, ethnic, religious, institutional. Such collisions can call a character’s represent opposed forces or ideas that are central to the meaning of personal, family, and national history using Woodson’s poem “february sense of identity into question. Choose a character from Woodson’s memoir who is caught between colliding cultures. Then write a well-organized essay in which you the work. In a well-written essay, explain how Woodson’s use of 12, 1963” as a model. describe the character’s response and make and support a claim regarding the contrasting settings contributes to her speaker’s development. -Choose one of the sections of Brown Girl Dreaming and adapt it to the relevance of this conflict to the work as a whole. -After reading or listening to the NPR interview with Jacqueline screen. Write a short screenplay that dramatizes the characters and -Woodson weaves in events from the Civil Rights movement that figure prominently in Woodson, write an essay in which you explain what Woodson hopes events of the section. young Woodson’s life. Consider how issues of racial conflict and identity impacted Woodson’s development. Write an essay or prepare and deliver a speech in which you to achieve through her writing by using examples from Brown Girl argue whether or not America has advanced since the 60s and 70s with regard to race. Dreaming to illustrate her aim. Make a claim in which you take a position on race in America: have we advanced, remained stagnant, or regressed with regard to the racial divisions that Woodson illustrates in her memoir. English Language Arts 6-12 Curriculum, https://www.ccsoh.us/English6-12 1 SAMPLE LESSON 1: TWO DAYS Prior to Lesson: Students should read “Dreams” by Langston Hughes and “Learning from Langston” on page 245 of Brown Girl Dreaming LEARNING FROM LANGSTON: WRITING FROM MODELS OPENING LESSON: Ask students to take a few minutes to write a short reflection in their notebooks in which they explore the topic of role models. Ask students to define a role model and then identify a role model in their own lives. Ask them to describe the person and explain how he or she provides an example of an attribute or ability to which the students aspire. After giving students five to ten minutes for writing and reflection, have them partner up and share their responses. Next, foster a whole-group discussion in which students generate a list of contemporary role models. Record the names on the board or document projector. Foster a discussion on the strengths and weakness of role models in society. How do these images of success support and/or detract from our ability to dream of our futures and take steps toward realizing those dreams? Consider using a T-Chart to organize student responses. Then have students reread Woodson’s poem “Learning from Langston” on page 245 as you read it aloud. Ask students to explore the ways in which Langston Hughes and his poetry function as a role model for Woodson. Have them work in small groups to generate a list of at least three choices that Hughes makes in his poem that influence Woodson’s response. Also ask students to focus on at least two ways that Woodson diverges from Hughes’s model. As groups share out, ask them to consider the importance of models in creativity. How do the examples provided by artists, musicians, and writers help us develop our own creative capacities? You may also wish to extend the discussion to questions of authenticity: if we are following a model are we truly creative? Why or why not? Next, turn students’ attention to the epigraph of the book, which is Langston Hughes’s poem “Dreams.” Briefly explain what an epigraph is and lead the class in an analysis of Hughes’s poem with a special focus on his use of repetition, rhyme, and metaphor. How does each technique contribute to the theme of the poem? STUDENT WORKSHOP: Have students work in groups of three. They will work together to analyze Hughes’s poem and then to generate three new stanzas to extend Hughes’s poem using his techniques but with original content. Finally, they will analyze how their extension both developed and complicated Hughes’s original composition. Tell students that this workshop is designed to help them develop the learning standards of RL. 9-10.1 and RL. 9-10.4 by analyzing Hughes’s use of language and structure to convey theme while honing their ability to cite evidence to support their interpretations. Sharable copies of the questions in Steps in this workshop can be found HERE. Step One: Together they will analyze the original poem answering the following questions: 1. How does Hughes’s repetition of the clause “Hold fast to dreams” support the significance of his theme? 2. What kind of sentence does Hughes employ (interrogative, imperative declarative) and how does this choice contribute to the theme? 3. Hughes creates a poetic argument to justify the importance of his speaker’s repeated claim to “[h]old fast to dreams.” What two reasons does he provide for support? 4. Examine the metaphors in the poem. What does Hughes imply about a life without dreams by comparing it to “a broken-winged bird / That cannot fly”? What meaning does he convey by using a bird as the central image? 5. How might the meaning of the poem change if instead he chose to compare such a life to a dog with a broken leg? What additional connotations does the image of the bird convey that one of a dog would not? 6. Now consider the metaphor in the second stanza. What does Hughes imply about a life in which dreams no longer are present by comparing it to a “barren field / Frozen with snow”? 7. Look up the word “barren.” How does the meaning of this word contribute to the tone of this stanza? 8. How do the added images of “Frozen” and “snow” contribute to the pattern of desolation in the poem? 9. Consider the significance of the image of a field. How might the meaning of the poem change if instead Hughes used the image of a lake rather than a field? What additional connotations does the image of the field convey that one of a lake would not? 10. Notice the rhyme scheme of the poem. Scan it. How does the simplicity of the rhyme scheme contribute to the mood of the poem? 11. Notice how the third line of each stanza is longer and has more beats than the others.

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